DE19728770A1 - Fold-up card as learning aid for self-checking, with folding and locking elements - Google Patents

Abstract

The cardboard learning-card has one or more data-fields (1) connected (2) to the card on one side and showing symbols in the form of letters, figures, drawings, and especially questions or exercises on the front side (F1). The reverse side gives the corresponding answers, solutions (A1). The main body (9) of the card has exercises solutions or other data. The data fields on the side connected to the learning card can be folded over on a fold (2) by 180 degrees for checking and fixed at the front and back. The main body of the card has stops for the folded-over data-fields.

Description

The invention relates to a learning card as a multifunctional Information and learning device for self-control with foldable and lockable elements, evaluation option for more effective organization of training in classifications "First learning", "Deep learning", "Intensive learning", "Learned" or "not to learn" and "activation control", permanent solution coverage, various quizzes, quartets and Educational game functions and integrated photocopy protection for that bipartite learning of facts, data, vocabulary, foreign language idioms, quotes, etc. in the form of questions or Tasks and answers or solutions according to the Oberbe handle of claim 1. The invention can except for learning and Also provide information on entertainment, games, advertising, relaxation be used for recreational and recreational purposes.

It is known to use vocabulary, foreign words, facts, etc. based on Memorizing lists. Common applications are e.g. B. Voka note. The answer to be memorized is usually there in the same line next to the question, mostly for vocabulary on the left the native language and on the right the foreign language Term.

A major disadvantage of such lists is that of repetitions answers already learned or already known not him are recognizable. You must therefore go through the lists each time must always be repeated. This procedure is In the long run anti-motivation and has a learning psychological effect unfavorable. Only at the beginning of learning can one be timed limited phase of such repetitions may be useful and as Confirmation of the already reached in a short time Learning progress can be perceived positively. They also have to Always remove solutions with your hand or a sheet of paper be covered so that they cannot be seen prematurely. The one required self-discipline disrupts the learning process. Lists in the usual form of booklets or books can also not -  without cutting them apart or tearing them apart and on be kept in different places for learning.

The problems of sorting out already learned material, Coverage of solutions and any "non-destructive" on Divisibility of the learning amount between different places or people are known to be by using individual Lernkar Particle cards solved. Each flash card is on the front on the side with a question and on the back with the corresponding labeled answer. Depending on the progress of the learner learned cards can be sorted into different stacks so that what is learned is not unnecessarily every time constantly repeated, but only in - u. U. staggered in time felten - intervals must be checked.

Flashcards, however, have drawbacks when it comes to one to find certain vocabulary, solution etc. This is quite complex, because the cards are checked individually need and look at the order of the cards - through again and again new sorting depending on the learning success - in contrast to lists constantly changing. It is not possible to have many cards overlooked at a glance as they are usually in stacks The questions or answers lie one above the other or one behind the other not like one another in lists continuously visible are arranged. In this respect, single cards are also not available quick review by "skimming" the questions. In addition, individual cards can go missing without this absence is noticed. The cards are in different Sorted stacks, these can be confused, messed up get caught or fall on the floor and thereby time consuming Cause sorting work.

It is possible to have several question-answer pairs on one tab summarize. From the publishing house Gerhard Hagemann, Am Wiesenhang 9, 8035 Gauting is, for example, the so-called English level II from Smythe & Naumann known. Here are eight German idioms on the front and on on the back the corresponding translations in two  rows of four next to each other, by three scales right and a vertical line separated, listed. Out The back is available for easier handling of the card answers on the head. However, this results in the Disadvantage that the answers from the arrangement on the Kar optically in the same position as the questions, physically, however, is not exactly on the same card cut as the corresponding, overleaf questions are. So stands z. B. the answer to the first question from the front top left also on the reversed back left top, did However, in the place of the fourth question overleaf. This also applies to the other seven positions accordingly and always leads to orientation difficulties speed so that the learning process is disturbed. Even when not on Upside down solutions result in two rows of Tasks the same problem. Such multiple cards can Although cheaper to produce than single cards, it is sorting out learned material is no longer clear possible. This also applies when learning in stages, so that z. B. First of all, only those who have practiced the first questions of each card that, because here the transition from one to the next arises level delimitation difficulties. They also steer constantly visible other solutions without extra cover are always inevitable in the field of vision.

The literature of Leitner (Leitner, Sebas tian: How to learn, 4th edition 1995, Herder Verlag) Conceived learning file easier as optimal further development Flash card procedure presented. You should by a spe target step system the repetition intervals automatically Taxes. The basis is a card box with five compartments. The first compartment offers space for 30 individual files to be learned cards with one question and answer pair each. Right remembered Cards are sorted into the second compartment. Are all 30 Cards learned, the first subject will be back with 30 new cards replenished. Are these cards successfully learned and in the second compartment is completely filled because the other subjects each hold twice as many cards as that  previous. Whenever a compartment is completely filled with cards a stack of 30 pieces is removed for checking men. A card that is remembered again becomes one compartment higher sorted. A forgotten card always falls into the first compartment back, which then increased again to 30 with new cards is filled. In the other subjects, ver drive. Due to the different sizes of subjects, how should repetitions are organized automatically, whereby well-learned Material is only repeated at ever greater intervals.

In addition to the fundamental disadvantages already mentioned Flash cards also have other difficulties. In order to in practice this system works as intended you need a lot of cards: at least 30 + 60 + 120 + 240 + 480 = 930 Piece for a system with five levels, under the type assumed that in the first stage 30 cards and in the following double the amount of cards each. Are not organized so many or no new cards the control panel no longer repeats as described ben. As a result, this method seems to be particularly useful for ver averaging small and medium portions of knowledge, no we to offer significant advantages. With larger quantities, too in view of the many tasks to be learned right from the start inhibit learning. Even if there are enough cards are present, it is hardly possible to do the above Comply with the number of pieces in the individual subjects. In the larger subjects in particular, Deviations are inevitable because the learners have no in have interest in it, for example in the penultimate subject several times Count up to 240 cards to check if there are already 240 Pieces are available. The procedure of the step system is also At first glance it seems relatively complicated and has to be started before learning be understood first.

A general disadvantage of card index boxes is that cards in not full boxes or compartments can fall over if - ins especially in larger subjects - have no backing. Cards can also fall out of the boxes or erroneously  misclassified. For storing the not yet learned and successfully learned cards may be additional card index boxes or larger compartments are required.

The interna tries to remedy such file card problems to create national PCT patent application WO 90/04840, which relates to a card index box with variable compartment sizes. Thereby can the size of the compartments u. a. on the number of available Matched index cards and thus avoid falling over.

In the German patent specification PS 35 08 490 a Vor direction for the learning success-dependent arrangement of questions and Answer cards described. This essentially consists of a card index box with two closed compartments, each one insertion and one removal slot for flashcards hold, one subject for learned and the other for questions not yet learned are provided. As the main advantage is called that the cards are only in a fixed order can be learned. On the other hand, the system is just there through inflexible. In addition, the learning motivating seeing of the Increase in the number of cards learned with opaque ones Material closed compartments no longer possible. A quick one Flying over the cards is not feasible. An advantage is, that the cards can hardly fall out and get lost. There with no cards in the two compartments toppling over, the However, the box should be relatively completely filled, making larger Card quantities are required. However, this means that Danger that too many new cards have to be learned at once sen, although it is more effective to only learn new material in Practice quantities of about ten to twenty pieces because there is something new can be better memorized by repetition at short intervals.

In general, it is useful with index box systems for ver different topics to use multiple boxes since it is better not shuffled cards in one lesson, but always to learn about a subject. Compared to books are card index boxes are more difficult to transport due to their bulk and store.  

With number 27 52 896 of the German patent office is a learning device described for self-instruction, at which Learning cards punched on one side on a U-shaped bracket are lined up in a special learning box can be. Here is a sorting out of what has been learned Turn the corresponding cards to the other side of the level crossing gels possible, but for a distribution on different learning locations require several brackets and, if necessary, learning boxes. A Distribution also requires a certain amount of work each time wall for removing and re-threading the flash cards. The brackets and learning boxes are expensive to manufacture and require a relatively large amount of space for transportation. A read Storage or use of subsets at different Locations are not provided. The solutions you are looking for cannot do so can be found quickly because the flash cards are on top of each other and therefore are not visible at a glance. Also in ver flipping through single cards is construct due to the stirrups, learning boxes and different sorting learned cards are nowhere near as quick and convenient possible.

A very big problem with these lists and From the manufacturer's point of view, index cards pose the risk of unauthorized duplication by end users. Lists, Books, booklets, etc. can be very easily, quickly and cheaply be photocopied on one side on plain paper. With singles Index cards is by placing and turning over the Cards on a copier, reload the copied pre the side for copying the back, cutting work and The use of stronger paper requires more effort that of the many users in view of the often high prices for the cards will still appear worthwhile.

Well-known tasks, where the solutions on one Interleaf stand between a sub-sheet and the Questions included in the task cover sheet and for control the solution can be pulled out when the  Interleaf simply photocopied on one side and then as normal male lists with manual coverage of the solutions the. In addition, the production is relatively complex and expensive. The solution strips can be lost.

The German utility model GM 74 30 624 describes a as Book or booklet trained teaching aid, the solutions to the tasks on one against the back of a first Section folded second section stand so that they do not have to be covered by the learners. A inexpensive production using normal paper thicknesses is possible, but requires a task with the corresponding solution always two sides. There could be several Tasks and solutions are presented on a double page however, the others would then have to look at one solution be covered manually again. This high space requirement can not significantly re even by using small formats be reduced, since the smaller, the more unwieldy they become they are. The teaching material is therefore mainly suitable for comprehensive tasks. It does not offer an effective barrier against Photocopies, because with sections not folded over it can be like copying a normal book; folding the sections is then also easily possible with the copy. The Systematic sorting of what has been learned is not intended. The pages of the learning aid are only individual, not on one View visible. A division of such a book or It is not possible to book at different places of learning.

Ernst Klett Verlag, Stuttgart, has a patented one Learning system with a colored film for self-control, e.g. B. the "Error ABC - French" in book form. The Task solutions in a reddish color on a solution field shown. This field is made up of a print grid slightly different reddish hue completely covered. By the overlay with the grid is not a solution with the naked eye solution recognizable, since the two colors are not very different other deviate. The solution can only be read if on the grid a special film, which is roughly in the same  Chen red shade as the grid is colored, is put on and that This makes the grid invisible.

Although here the problems of illegal copies and the compulsion to Coverage of solutions solved during learning exist some disadvantages. It is always like this as an additional aid an appropriate film is necessary without which the whole system not working. If the film is lost or misplaced, can no longer be learned at all. A quick skim the solutions as in normal books or conventional ones Index cards are hardly possible.

In the example of the book form mentioned there is also a Aussor animals of what has already been learned, as described above intended. Furthermore, the process does not work colored, it always requires a multicolor print, which makes Additional costs can be caused. In addition, the solutions due to the similarity of the two colors only due to the system relatively poorly legible, which is particularly the case with longer learning can be perceived as disturbing.

With number 23 43 481 of the German Patent Office is an apprenticeship described for self - instruction, which is on the Upside down mirrored solutions with a mirror readable again. The disadvantage is that the numbers or words, even if they are upside down and mirrored darge with a little practice are still legible. In particular simpler solutions from a word or a number, etc. can be recognized relatively quickly. In addition, e.g. B. foreign linguistic sentences the sentence structure is visible. It is therefore it is advisable to cover the solutions anyway, but this will cause the intended effect of the upside down mirror writing again is neutralized. In addition, a mirror must always be added aids are available when dividing the teaching by means of several places. The corresponding Task-solution sheets can also simply be one-sided Plain paper can be photocopied and used with any mirror. Sorting out what has already been learned is also not  Part of this invention. The questions may not but at the same time the mirrored solutions, can be quickly scanned to find specific answers. It is hardly possible with the same documents the tasks and Conversely, learning solutions, e.g. B. from a foreign language translate into the mother tongue instead of the foreign language to ask.

The most modern learning media are computer learning programs, the how repetitions automatically depending on learning progress to organize. The disadvantage is that a relatively expensive computer must be present. The power consumption of a computer system location also causes running costs. Besides, at least Basic knowledge of operating hardware and software beforehand settlement. Starting and switching off computers and programs men takes some time. Hardware and software errors or problems bleme can prevent learning. Through permanent new The hardware and software become obsolete very quickly, which means that existing tutorials and U. useless and new tutorials not used on an existing, older computer system can be. Except for mobile EDP systems, there is a Compu The program can only be used in the room where the computer is installed. The use of portable notebook computers outside the home hides however, theft, robbery and damage risks and is therefore often - not only with young people - problematic. Illegal pirated copies of floppy disks are unfortunately to the soft goods providers are usually very easy to create. The learning path step is often only after a corresponding one Menu item graphically represented, however, is compared to Index card systems are never permanently physically visible.

The above known disadvantages of particular lists, single Index cards and computer learning programs should be through the Erfin be avoided or reduced. In summary, it should in particular to create a learning device that is easy to handle, which is a mechanical marking of successfully learned Enables questions and thus the learning of factual knowledge through a rational concentration of repetitions on not yet ge  learned questions supported and simplified. This learning energy optimization in combination with the associated perma The feedback is intended to provide feedback on the learning progress tivation of users, who are known for every learning process is very important. At the same time the problem of unauthorized copying by a highly effective copy protection reduced and a faster Search terms can be found again.

Individual tasks that are to be solved in combination by the invention:

• 1. A mechanical classification of question-answer pairs in different classifications depending on learning progress should be without additional, external technical aids - e.g. B. Marking with a pencil and removing the marking by eraser, use of card index boxes with different Subjects, use of computers with tutorials - any often easy to implement manually and can also be undone can be made without the order of the questions and Ant words must be changed thereby;
• 2. New questions and answers should be in a first round can be learned separately so that the be Repeatedly repeated answers that have been noted for so long until meaningful from a learning psychology to the first learning len amount of learning units about 80 percent are mastered;
• 3. The questions and answers that are not immediately in the were impressed in the first phase or later than not yet permanently learned, should be trained specifically can be;
• 4. Remembered solutions should be able to be sorted out so that learners who have not yet learned a question-answer Couples are no longer seen all the time and therefore do not start can steer;  
• 5. Learning steps that are more difficult to memorize cause, should be compared to the normal learning steps can be highlighted so that a special Continuous practice is possible;
• 6. In these classifications, the solutions to learning should not be openly visible, so that additional covering with the Hand, a sheet of paper, ruler etc. is not necessary and making the solutions visible also no additional, external aids - e.g. B. mirrors or special color foils - he calls;
• 7. The question-answer pairs should also be trained the other way around can be that the answers as questions and the questions as Answers are treated so that e.g. B. not only with vocabulary learned from the mother tongue into the foreign language, but also can be practiced the other way around;
• 8. In addition, a combination read-learn mode in which the Answers open, but can be covered manually, as well as other anga stand next to the questions, can be integrated as an option can;
• 9. The device is intended to be unauthorized reproductions in the form simple photocopying essential with copy protection complicate;
• 10. The device should be compared to loose single cell car index card systems to find what you're looking for faster Enable questions at a glance and thus also lookups offer functions such as dictionaries, textbooks or dictionaries;
• 11. The solutions should be individually controllable so that such a check no other solutions - except the answer to be looked up - can be discovered by mistake or must be covered extra;  
• 12. Compared to loose single-cell index cards, the Ge total number of question-answer pairs that ge with the device learned or still to be learned tasks as well as the numerical Completeness of the device more easily and quickly be adjustable;
• 13. Compared to loose single-cell index cards, a Sor be easier to reach in the initial order;
• 14. The device should be without preparation and wrap-up time - like e.g. B. when turning computers on and off and charging and Saving the corresponding programs - can be used immediately and the learning can also be ended ad hoc;
• 15. The device should not require electrical power;
• 16. The device should be mobile and easy to use - also in a book, booklet or folder - can be transported and stored his;
• 17. The device is compared to conventional one cell index card systems with less material be more economical to manufacture. In particular, on a Area of z. B. a page in A4 format comparatively more question-answer pairs than with individual flashcards be feasible, taking into account that smaller Single flash cards as DIN A8 because of their size only are difficult to handle; In addition to the material should also printing costs are reduced. In addition, any Sorting work when putting together sales units reduce;
• 18. In the case of several copies of the device Sets are supposed to be made up of its individual pieces, in contrast to pages conventional books, non-destructive and without loss of Classification can also be used separately, so that this too different places are ready for learning or if necessary, several people can learn at the same time.  
• 19. The device is said to be constantly expanding and modular changeable learning and entertainment game can be used.

According to the invention, these tasks are achieved by a device solved with the features of claim 1. In the invention is a collectible folding card. The following Overview includes a brief description of the figures, whereby the cross-sectional images are purely schematic and u. a. the subpages of one or more data fields represent:

Fig. 1 front view with a multi-purpose angle not yet created;

Fig. 2 rear view of Fig. 1;

Fig. 3 rear view with multi-purpose angle, data fields folded;

Fig. 4 is rear view with eleven rearwardly folded data fields and an open data field;

Fig. 5 front view with various folded and open data fields;

Fig. 6 rear view of Fig. 5;

Fig. 7 is front view with eleven rearwardly folded data fields and a forwardly folded to control data field;

Fig. 8 in cross-sectional height of the underside of a folded-back data field;

Fig. 9 is cross-section with an open, non-viewer position of the data field;

FIG. 10 cross-section and with open viewer position of the data field;

Fig. 11 is cross-section with an open data field, the right side of the device is lifted by pressure on the multi-purpose angle;

Fig. 12 cross section of a turned on the back device before with open and folded data field;

FIG. 13 is a cross-section on the rear side rotated Before direction with open and viewer position data field, wherein the device rests on a finger;

Fig. 14 cross-section having rearwardly viewer position of data field as well as the front through the multi-purpose angle shortly held fixed data field.

The invention relates to a cardboard folding card with one or more foldable data fields ( 1 ) such as. B. shown in Fig. 1 on the front and in Fig. 2 on the back. There are questions on the front of the data fields ( 1 ), the answers are on the back, so that they are not visible from the front. Particularly extensive questions, answers or other information can also extend to the areas to the right and left of the data fields ( 9 ) and above and below it.

The data fields ( 1 ) can be folded down by up to approx. 180 degrees by a fold ( 2 ) on the side connected to the collecting folding card and stuck in locking slots ( 3 ) to the front ( 11 ) or back ( 12 ). Capturing, folding and locking is made easier by diagonal folds ( 4 ), which also give the data fields a three-dimensional structure. There are gaps ( 5 ) between the data fields that prevent each other from getting caught. The control of the solutions is possible by individually folding or unfolding the data fields by approximately 180 degrees forwards or upwards as shown in FIGS . 4 and 7 or by turning the entire collector card.

The stability of the folding card is ensured by two stiffening folds ( 6 + 7 ), the section to the left of the right fold ( 6 ) being bent up a little more than at right angles and then the section to the left of the left fold ( 7 ) a little more than being left to right is buckled away. This results in, as shown in FIGS. 3 to 7 in the supervision and 8 to 14 as a vertical section through a collecting flap learning card in the amount of the bottom of a data field, a multi-purpose angle ( 8 ), the various functions in addition to the task of stabilization for more comfortable handling and turning, which will be explained in more detail later. Figures one and two show on the front or back of a rattling card with stiffening folds not yet folded to the multipurpose angle.

Thanks to the foldable and lockable data fields Question-answer pairs in the five classifications "first learning", "In-depth learning", "intensive learning", "learned" or "Not-to-learn" and "activation control" manually as often as you like be classified without additional, external tech African tools are necessary.

In the initial learning phase for the first processing of a collecting fold-up card, all data fields from the original position ( Fig. 1 and 2) are first folded back and inserted into the locking slots ( 3 ), as well as the stiffening folds ( 6 ) and ( 7 ) as above described for multipurpose angle kinked. Fig. 3 shows a corresponding arrangement in the top view from behind and Fig. 8 in cross section. The collecting rattle card is then held in the left hand with the back upwards, so that the questions can be seen on the folded and locked data fields. First the top question (F1) is read and the answer is considered. Then the data field must be opened to compare whether the solution found is correct ( Fig. 4). If this is the case, the data field is locked again. If the answer was incorrect or unknown, the correct solution must first be memorized. Only then is the data field locked. The same procedure is to be used with the other data fields. If the collapsible flip-flop card is held in the left hand, the activity of opening and locking the data fields and pushing them forward by one data field with the left thumb is very easy to carry out, since the data fields on the underside ( 10 ) due to the oblique folds ( 4 ) stand something up and can be grasped there. The other hand can also be used for the bottom two data fields.

In the initial learning phase, the questions are arranged in any number follow repeatedly until about 80 percent of the learning material are mastered, i.e. about nine or ten data fields a collapsible learning card with twelve tasks. The multiple Repeating what has already been learned is at this early stage still makes sense from a technical point of view, otherwise it is completely new Often there is a risk that answers will be hasty and mistakenly considered to be learned. This deceptive Feeling is made up of several repetitions in quick succession encountered, so that the solutions almost inevitably last be more memorized. Occurring in these passes Repetitions don't seem boring here either learning inhibitory, because the material learned for the first time in this phase even after a few minutes of practice still as a whole is felt new. At this point, you can re The motivation even increases because of the learners so the short-term success of their learning activity consciously is made. In addition, in this initial learning phase only a limited number of questions on a single fold learning card learned. Questions that have been memorized will therefore be resolved after some Passages in succession predominantly already when reading the recognized the first word of the question, so that it can then be used without a con trolls can be skipped quickly. Depending on the difficulty This unique initial learning phase lasts for the degree of questions short-term memory only a few minutes. This technique of Unfold the solutions on the back in the first phase is also beneficial because longer answers that except on the back of the data fields, for space reasons too stand next to the data fields, can be read completely, without having to flip the collecting flip card first. Full understanding is available later in the further learning phases the answer is often no longer necessary, because Read the first, visible part of the whole answer again is remembered.

The initial learning phase is followed by the in-depth phase, in which the 20 percent of the learning material that has not yet been learned and the answers that may be forgotten during a later activation check are to be permanently memorized in long-term memory. For this purpose, the data fields with the answers not yet noted are opened and the entire collapsible flip card is turned over, so that only the front pages with the questions about the answers not yet noted can be seen. An example of this is shown in Fig. 5 front and 6 accordingly rear. It can be seen, among other things, the folded back at the diagonal fold ( 4 ) second data field, so that from the front only the part ( 18 ) left of the diagonal fold can be seen while the data field lies on the back with the upper right corner ( 17 ) under the locking slot. The data field can then be inserted almost automatically by pressing the diagonal fold ( 4 ).

Now, in any order, only the open, i.e. opened, questions are worked through by reading the question and then comparing your own answer with the solution on the back of the corresponding data field. Answers that are remembered correctly and without a long delay or even scrutiny are sorted out by folding backwards and locking in the slots. Then, together with the data fields already locked in the initial learning phase, they no longer need to be repeated unnecessarily. In addition, these questions, e.g. B. F4 and F7 to F12 in Fig. 5, no longer seen from the front, so that learners are not distracted by texts from already mastered questions, but instead the learning energy is automatically concentrated on not yet learned tes. In this phase, the majority of learners learn with several collapsible learning cards, expediently those that have already undergone an initial learning phase and for which there are still unskilled questions.

Are all data fields reversed with the last learned data field folds and locks, the foldable folding card is turned over again turned. The back will immediately follow all answers checked once. Which do not remember Answers are opened again and the collective fold learning card then turned over to the front so that  repeats these now forgotten answers can be. This procedure is used until all data fields are embossed. Only then will the collection folding card until a later activation check put away.

Such activation controls are occasionally - e.g. B. in increasing intervals after one, two, four and eight weeks - carried out. Questions no longer remembered are released again with a simple hand movement tion slot and taken into the open original position tion folded back, causing it to deepen again are recognizable. It is possible on the collectible folding cards special appointment and protocol fields for planning and documentation ment of this interval learning.

In these modes, the learning solutions are not open bar, since they are located on the back of the data fields Find. An elaborate covering by hand, a sheet of Pa Pier, ruler, etc. is therefore unnecessary. To make the It is enough to simply fold up the data field. On due to the tension caused by the folds, it jumps after the lot automatically in deepening and refreshing modes back to the original position. They are visible making the solutions also no aids - e.g. B. mirror or special color foils - necessary.

Data fields that are particularly difficult to remember are simply folded up for classification in intensive mode and inserted into the locking slots from the front ( 11 and 14 in FIGS. 5 and 6). As a result, the answers to be learned in the deepening phases are constantly visible for a freely selectable period and can be particularly intensively imprinted.

There is also the possibility to forego the initial learning phase and to start with the data fields in the unfolded, open original position as shown in FIGS. 1 and 2 in the deepening phase. With this procedure, the data fields do not initially need to be stuck in the locking slots every time there is a correct answer. Optionally, the data fields could also only be locked after a collapsible flip-flop card has been worked through a few times and several answers have been reliably mastered.

The device is designed so that the questions and Ant words can be trained in reverse in all five learning modes can. For this purpose, the data fields in the initial learning Phase folded up and locked instead of backwards, so that the answers as questions and the questions as answers can be treated. The other phases are then over to handle speaking.

A combination read-learn mode, in which the answers are open but can be manually covered, as well as other information next to the questions, can be integrated as an option for the following tasks, for example:

• a) as an alternative for the first time learning new, unbe Known learning material, because otherwise the solutions are due initially their novelty folded and checked almost every time anyway should be;
• b) for reading the entire course material;
• c) to find the searched terms faster Parallel control of both the question and the answer texts;
• d) for the additional different description of a sought Concept instead of a direct question about it, application of Multiple, choice or other procedures;
• e) for alternative learning of foreign language sentences and Vocabulary through additional redefinition or description of what you are looking for Term or use of blanks in the foreign language or by pictorial representation;
• f) to deepen and illustrate by citing Example sentences when learning foreign language vocabulary and Understood;
• g) to provide additional information.

The solutions are by opening a single data field individually controllable so that none during a check other solutions - besides the answer to be looked up - are wrong can be seen everyday and therefore not extra must be covered.

The order of the questions and answers on a collective fold learning card is unchangeable and remains the same Changes in classifications the same. With learned or unskilled Learned collapsible learning cards are all questions at once View visible. Partially learned collapsible folding cards required just a quick turn. This enables the device compared to loose single flash card systems faster to find the questions you are looking for and also offers Lookup functions such as normal books, dictionaries or words Books.

The orientation is also due to the always constant Amount of data fields easier because the number of with the Device learned or still to be learned question-answer Couples and the quantitative completeness of the device is compared to loose single-cell flashcards easier and more quickly ascertainable. Also a sort in the beginning order is quickly possible. A chosen order can e.g. B. with collecting folding cards lying on a table, at Learn to be left unchanged.

Learned data fields are - except in the short initial learning phase - immediately stuck in the locking slots without Marked delay and so by unskilled under divorced. As a result, the learning status is always up to date Stand, so that without preparation and wrap-up time - such. B. at Turn computers on and off, and load and save the corresponding programs - start learning straight away and can also be stopped.  

Collectible folding cards, in contrast to the operation of Computer tutorials do not use electrical power. they are mobile use and good trans due to the flat, light shape portable, also loose in a book, booklet or folder. Separate Copies from a set can also be in different locations kept ready for learning or, if necessary, also by several persons be used. The reunification of several Collectible folding cards with data fields of different types grading is possible at any time without doing so, as with Single learning index cards, divided into different ones "Learned" or "Unskilled" stack.

Coherent, small data fields reduce the Comparison to single-flash index card systems during production the material, printing and sorting costs. A copy protection is by the obligation to copy the flash cards exactly back sides on the copy of the front sides and in particular due to the need for the very time consuming creation of the numerous cuts and folds, without which the system would not is usable.

As a further application, collecting folding cards can also be ideal as an entertaining learning and board game for two or multiple players can be used. Various quiz rules are possible Lich, the z. B. aim to collect a collapsible flip card win, why all or a certain part of the questions own selection or determination by a teammate correctly must be answered.

Another variant can be carried out by z. B. four Collectible folding cards are laid out in a square and several participants each receive a pawn with which they next to the data fields try to complete a round complete, alternating dice and the figures then according to the number on or next to the corresponding one Data field are pulled. His question is answered correctly the figure stops there. In case of wrong solution pulls them back to the starting field. The winner is the player who  the player who is one or more rounds first creates. This game can also be done according to the rules of the known and popular man-annoy-you-not game with the Possibility of dropping figures can be added.

The rules of the game can be varied individually as desired. Participate You can also add separate foldable folding cards to one Bring game round so that not the owner of the game or the collapsible learning cards based on his prior knowledge the answer is at an advantage. The game is also so ongoing modularly expandable.

Summarizing the main advantages, the device complicates the creation of illegal reproductions connects the Strengths the clarity and lookup function of Lists with the possibility of classifying individual learning files maps and avoids the mobility and environmental disadvantages of Computers and related software.

An embodiment with twelve data fields is used as an example to clarify the individual advantages of a collecting / collapsing learning card as a novel combination of lists and single-learning index cards compared to the most important competing learning techniques mentioned above, which will be described in more detail later as a model and also in FIGS. 1 to 14 is presented. Vocabulary lessons are used as an example. However, the information also applies mutatis mutandis to the versions listed in the claims as well as any learning topics divided into two parts in questions and answers.

Advantages over traditional learning from a list, e.g. B. in vocabulary books:

• 1. Through the labeling and sorting options of learned or already known answers using Um bend the data fields backwards and lock them in the The learning energy is slotted in the "deepening" classification automatically focuses on tasks that have not yet been learned. At  conventional lists, on the other hand, must all be mastered vocabulary unnecessarily with every repetition be queried with. It would be possible to have already learned Questions by underlining or crossing out, circling, ticking etc. to label. However, these markings would have to come back be removed if it turns out to be repetitive would mean that the answer has since been forgotten. At Use of e.g. B. pencils this would be by erasing attainable, but quite complex. In addition, there would be the Danger of paper and imprint from u. U. multiple erasing and markings are damaged. This would be the procedure also impractical because pencil, eraser and any sharpener should be on hand.
• 2. The more vocabulary you have successfully learned in a list, the higher the risk that the rest, not yet learned vocabulary, overlooked and no longer practiced. are e.g. B. of 24 vocabulary a list already known 22 exists the danger that the last two had not yet mastered be mistakenly flown over as learned. For collective rattles Learning gergie will, however, map these vocabulary words concentrated. The few data fields that have not yet been folded over literally catch the eye and are next to each other lying flip-flop cards always in view.
• 3. Data fields of a collective folding flap card are for checking of the solution can be folded down individually. The learner does not see the solutions of the other fields and do not need them either - unlike normal lists - by hand or a sheet Cover paper, etc.
• 4. The solutions in lists must always be specified as explained above be covered. Therefore, almost exclusively - because of the Solution coverage technique (e.g. by hand or with a sheet Paper) very practical - only learned from top to bottom. At With the collapsible learning card, learners can change the order on the other hand, choose completely arbitrarily, because there is always every vocabulary is individually "covered". Also by folding individual ge  learned answers always automatically change the order of the remaining questions to be learned. Which is beneficial because otherwise there is a risk that vocabulary only be in one agreed order to be memorized so that they independent - that is, isolated from the neighboring words - not to be reminded.
• 5. Normal lists are usually as explained above learned from top to bottom, the lower one, not yet queried vocabulary. The answers above and Questions remain openly legible and can be read by the learners distracting ends. Especially when - which is natural when learning occurs frequently - one question still has to be considered The view often involuntarily wanders to the other questions and answers. There is no answer for the collective folding learning card except for the short, only a few minutes Initial learning phase, questions already learned are visible.
• 6. When uncovering a solution from a list can also be verses the next solution is already visible. Data fields however, are always revealed individually.
• 7. After the initial learning phase, learned vocabulary is on the Sam by opening the data fields marked at the back. This means - in contrast to one List that always looks the same - always up-to-date overview of how good the relevant learning area already is is mastered.
• 8. Folding away and locking what you've learned is a success experience and has a short-term effect on learning. The learning work is immediately rewarded in this way. The number of learners Questions decrease - in contrast to one always the same long-lasting list - visible.
• 9. The permanent optical documentation of the learning success motivated by the folded and locked data fields  long term. Such a representation and documentation of the Learning progress is hardly possible with lists.
• 10. A set of e.g. B. 120 vocabulary words on ten rattles Cards can be divided so that learners collect folding learning cards at different places at home, at work space, in the car, etc. That way learned briefly for a few minutes on various occasions be, e.g. B. in the car at a traffic light or in a traffic jam when Brushing your teeth in the bathroom during a meal bridging advertising breaks on TV or on a Walk etc. Frequent, short learning is more effective than one-time, longer efforts because of the absorption capacity memory after a relatively short time. A such division into different locations is at ge bound vocabulary books etc. only possible with their destruction. Moreover the paper is usually thinner and would be when stored loose, more susceptible to damage from Kinks, cracks etc.
• 11. Learners are system-dependent by folding down the fields physically a little more active than learning with lists. It is easier when learning with collectible folding cards in one room or to walk around outdoors as vocabulary is not specifically covered Need to become. The absorption capacity can be through movement and fresh air increases or possible fatigue while learning et what can be prevented. The through the various cuts, folds and punching resulting three-dimensional structure stimulates the Sense of touch and offers opportunities not only to children and young people opportunities for playful employment and relaxation. The Handling the collapsible folding card is more interesting than that Leaf through books etc. with the annoying compulsion to cover of solutions.
• 12. In lists with small letters and / or little time distance and / or greater distance between questions and ant words in a line assigning the answers line by line the questions without the help of a ruler or other help  be difficult. In the case of collectible folding cards, the Zu order simple and clear.
• 13. If the answer to a question is known per se, that falls Learner but not one at the moment, he can with a collection folding card - without having to uncover the solution - first work through other questions. He often remembers between in time or at the next pass to the answer. This is less psychologically advantageous than the immediate "compulsory" Uncover in a list, which only with increased work effort could be avoided by, for example, an extra Place a sheet of paper on the open solutions after the check becomes.
• 14. Answers that - for whatever reason - at all should not be learned or are already known immediately by folding down and inserting it into the locking device slots are sorted out and do not distract further.
• 15. Learning can be interrupted ad hoc at any time without that at the time of marking and storing the Level of learning progress additional work required become. By permanently flipping the learned answers learning successes are always recorded automatically and up to date. There through is also the resumption of learning without survival up to which point you learned in the last exercise was or what vocabulary is already mastered other places possible.
• 16. Collectible folding cards can be used like quiz cards in games be used because the solutions at z. B. lie on a table not open to open foldable learning cards as with lists see, but can be viewed individually. It can vary which competition rules are played, e.g. For example: "Who all answers If one of the collectible folding cards is white, this card wins. winner is who z. B. the first or three collectible folding cards wins ". Any individual rules of the game are conceivable.  
• 17. The answers are visible next to the questions in lists. If there is no coverage, there is no incentive beyond which Think about the solution yourself. Collectible folding cards always offer a barrier because they force the user to flip the Data fields or flipping the entire device to the To see the answer. Before that, however, is almost automatic inevitably thought about the question, even if the Umklap Pen or turn takes very little time. Such Dealing with the question is favorable in terms of learning psychology.

Advantages compared to individual flashcards with a question on the front and the corresponding answer on the back:

• 1. It is possible to see at a glance the twelve visible tasks on a foldable foldable card without further sorting. In this way, individual searched vocabulary can be found out much more easily and quickly than with twelve individual index cards, which are usually stacked one on top of the other and must first be looked through individually. You could be placed next to each other, but this is time consuming and can be especially with larger quantities - z. B. 120 single index cards instead of ten stacked foldable learning cards with twelve tasks each - lead to space problems. In addition, it takes much longer to lay out and fold up with twelve or 120 single index cards than with one or ten collapsible folding cards. The same applies to turning over on the back.
  It is also possible to check tasks that have already been remembered more quickly than with individual index cards, because the data fields that have been folded over can be checked at the back without any sorting work.
• 2. There can be inseparable vocabulary on a subject on a sam Melklapplernkarte be summarized. Example: twelve fruits types, twelve sports expressions, twelve idioms at negotiation lungs, etc. Now becomes a certain idiom at negotiation  searched for lungs, only needs the first vocabulary of Sam Melklapplernkarten or a corresponding heading read to become. If it is a type of fruit, it stands searched vocabulary on one of the other two collecting flaps flash cards. Alphabetical sorting is also possible. The Collectible folding cards can always be in the same order stay organized or very quickly sorted accordingly the. Because of this simpler spatial orientation bie Therefore, the learning device also - in contrast to depending on Learning progress again differently sorted single cards - after beat functions like normal textbooks, dictionaries or Encyclopedias etc.
• 3. The twelve questions and answers on a collapsible folding card can also not get mixed up in the order like twelve single index cards. On the collecting folding cards can therefore small stories or dialogues between two people are represented by the learners on the back can read the foreign language directly. Related dialogues and topics are also available across multiple flip-flop cards realizable.
• 4. To differentiate between learned and unskilled single index cards To be able to, different stacks must be formed, which at accidentally dropping the cards, knocking over a card box etc. can get mixed up. The learning success is then no longer visible. This also applies if you are in the original order are sorted back. The stacks can also be confused.
• 5. 120 z. B. alphabetically arranged vocabulary on 10 collections folding learning cards can be much faster and easier than 120 individual index cards can be recorded and sorted if they fell on the floor, etc. so that single cards that have gotten mixed up are sorted in this way that some are not upside down or that they are not show the desired side.  
• 6. Small single index cards are more likely to get lost than that in the exemplary embodiment listed foldable flip-flop in Format of approx. 210 by 49 millimeters.
• 7. It can be checked very quickly whether individual collections Klapplernkarten are missing, because with 120 words z. B. only ten collectible folding cards and no 120 single index cards be counted.
• 8. It would also be with z. B. only 119 counted single file cards possible that there is only a counting error. Just additional control payment cycles could create clarity.
• 9. Furthermore, would be with z. B. only 118 existing cards do not immediately determine which two individual index cards with which vo cables are missing. To do this, the individual index cards would have to be numbered be and only in the correct order from 1 to 120 sor be animals. Even then, the numbers would only be the missing ones Maps known, the actual text would mostly not be more understandable.
• 10. From these above For the sake of easier review of the Completeness is a set of ten flip-flop cards too more suitable for lending to third parties than 120 individual files cards.
• 11. Orientation about those still to be learned or already learned questions are possible faster. At z. B. five in addition Learning stacked flip cards lying on top of each other is instant clear that there are 60 question-answer pairs. Are at these five collecting folding cards together seven data fields not yet folded down, it is (60 minus 7) 53 ge learned questions. With stacked index cards, however, can Number - if not every card is recorded and counted individually will be - only roughly estimated. It is Z. B. hardly possible one Look at the stack whether it contains approx. 60 or 80 single cards.  
• 12. The motivation to learn is improved because everyone has learned Question due to the lack of the collapsed data field and protruding the top right corner from the locking slot individually recognizable and therefore automatically in view. The Learning success with conventional flashcards is on the at first glance not so clearly visible, because not every card is individually visible; at the beginning and at the end of a Learning process is only one or more stacks of cards at a time present, which are superimposed in their height always the same stay, so that a learning progress hardly catches the eye.
• 13. Data fields that have not yet been folded over stimulate more Learn because they are always in focus individually. This applies for single as well as for multiple foldable cards, the in practice, the learners mostly side by side Will lay table.
• 14. The quantitative workload of new learning material can be before learning beginning can be quickly classified without any flashcards have to count individually because each new collection to be learned folding card always has twelve data fields. Even the long one timely planning is made easier.
• 15. Sprin the individual data fields of collectible folding cards due to the tension caused by the folds back to the starting position. You don't need like single cards to be turned over again, and then also care must be taken that they are not upside down or show the wrong side.
• 16. There are appropriate for the storage of index cards Card index boxes, which, however, incur costs. From learning technology There are actually reasons for each learning topic separate box required. Because of their bulkiness they are difficult to transport and require a relatively large size Storage or stand space. The storage and transportation of Collectible folding cards is in the open brochure covers - the also be filed in folders, ring binders, folders, etc.  can - very simple and inexpensive, single cards in Brochure sleeves, on the other hand, would get mixed up very quickly guess or fall out. There can also be some loose in one Textbook can be carried or used as a bookmark.

Advantages over computer tutorials:

• 1. It is not a - often expensive - computer system including monitor necessary. It should also be borne in mind that computers become obsolete relatively quickly and need to be replaced, if new software is to be used.
• 2. Existing computers can - especially in multiple people households, schools or companies - during the learning period of used by other people or otherwise. On one As is generally known, computer workplaces can not immediately learn or work with several people at the same time.
• 3. No costs due to energy consumption of a computer system.
• 4. If the mains power fails or the batteries are exhausted mobile computers, hardware and software errors, operating errors or computer virus programs, the saved state of the Learning progress is lost.
• 5. By switching to another operating system, computer model or tutorial can complete the entire tutorial become completely useless within a few years, averaging knowledge is often required for life.
• 6. Stationary computers can only be used in one room. Collect folding learning cards can be used almost anywhere within and use outside a house.
• 7. The use of mobile laptop or notebook computers etc. is often away from home due to the often high device values problematic. When using z. B. on trains, school buses or on  their public transport, at school, at work place, in waiting rooms, on the beach or in the outdoor pool, on vacation etc. there are risks of theft, robbery and damage and u. U. Battery or mains connection problems. Folding collapsible are much lighter, less sensitive to impacts, dirt, Water and can e.g. B. already in a jacket pocket be animals. Even a total loss would not be a high finan damage. They can therefore be used almost anywhere.
• 8. Children and adolescents in particular can o.a. Dangers of expensive mobile computers are only given to a limited extent.
• 9. A computer must be switched on and the software started become. This small inhibition threshold is only too high for learners overcome. With the collective folding learning card, however, without Waiting time to be started immediately. Also switching off Computers and quitting programs including saving the Learning outcomes take time.
• 10. Many people cannot operate computers and programs and have general reservations about this Techniques. It is difficult for parents unfamiliar with computers check whether their children are actually working with educational programs.
• 11. Cardboard used with collapsible learning cards can be very easily disposed of or recycled in an environmentally friendly manner. The Storage media for educational programs (e.g. floppy disks, CD-Roms) are more problematic.
• 12. Borrowing collectible folding cards to students Class, employees of companies, students of a university, Libraries etc. is less problematic than Ver borrow computer tutorials. For one, they need Students do not use computers at home: when handing in computer Educational programs would be disadvantaged for those who have none Computers. On the other hand, there is a return of Soft would be the risk of contamination by virus programs.  
• 13. With software, the learning progress is not "physical", but only when the program is switched on, often only after the Calling up a special menu item, visible. When collecting learning cards will permanently show the learning success poses; the folded data fields or the gaps are throughout the learning process and every time you look at the Collectible folding cards in view.
• 14. Larger quantities of collectible folding cards can be very quickly placed next to each other on a table so that al tasks are in view. It is normal for learning programs Not possible to overlook everything at a glance.

Technical advantages in economic terms compared to lists or individual index cards, each with a question on the front and the corresponding answer on the back:

• 1. Illegal photocopies of lists, index cards, etc., which are known to be made not only for individuals, but often even for entire school classes, seminar groups, companies, authorities, etc., cause high economic losses for the publishers concerned. Collectible folding cards have the technical advantage that they cannot be illegally duplicated so easily. The reason for this is the usual position of the solutions next to the questions on the same page, which means that a one-sided photocopy is sufficient. In the case of collecting folding cards, on the other hand, the solutions are on the back, so that a second photocopy must be produced in any case. In order to correctly place this second copy on the back of the first copy, the first copy of the front must again be inserted - usually manually - into the copier. Make sure that the second image is not reversed or copied upside down. It takes some time to individually place the collation flap cards on the back and front of the copier and align them precisely. Lists already available in loose sheet form, however, can even be copied fully automatically by document feeders from many copiers.
  List photocopies can also be made on normal 80 gram per square meter standard paper. On the other hand, a heavier cardboard box is required for collector's flip-up cards, which is more expensive, especially in small quantities, and - except in copy shops - is not always available from private individuals, companies, authorities, etc.
  The most important thing, however, is that collectible folding card photocopies - in contrast to list photocopies - require further time-consuming processing steps before they can be used at all: the scissors have to be used to separate the cards and make the incisions to create the individual data fields, and the locking slots with a knife or the like laboriously cut out and the folds for folding, stabilizing, etc. are brought on. The folds and locking slots in particular cannot usually be made manually as well as with mechanical production. Copies made in spite of these difficulties are only much more difficult to handle and are damaged relatively quickly.
  Lists can also be easily scanned into a computer program using a scanner. This is technically more difficult for collectible folding cards due to the various folds. In addition, the answers on the back would have to be assigned to the questions in an additional processing step.
  Even normal single-flash index cards are easier to photocopy illegally. Although they also have to be cut, they do not require any further time-consuming processing for folds and locking slots compared to collecting folding cards. It is even possible to use normal copy paper instead of cardboard. Collectible folding cards made of normal paper, on the other hand, would be difficult to handle and would be damaged very quickly.
  Due to these obstacles to copying, it is also more likely to be expensive, costly methods of protection against photocopies, e.g. B. in the form of different printing or paper colors, are waived ver. Because of the difficulties in copying, some learners will probably "forcibly" buy the corresponding original foldable flip-flop cards, which increases the seller's profit through the additional sales.
• 2. The time-consuming imitation difficulties related to the creation of cuts and folds also have a positive effect with regard to the sales opportunities of unlabeled Blank collapsible learning cards. Lists, on the other hand, can do a lot Easily recreated by anyone on any paper. Also Blank single index cards are available in various forms offered or are even easy with the help of scissors can be cut to size, although not even - as with folding collapsible cards very useful - a stronger box is imperative is.
• 3. Material savings: The fields on the collective folding learning card can be much smaller with the same ease of use as a single index card. Correspondingly small file cards were difficult to handle. On the surface of a A4-size sheets can e.g. B. with six collecting flaps learning cards with twelve data fields more than four times as many questions and answers like on 16 single index cards of size DIN A8 will be realized.
• 4. Time saving: the sorting effort for a given learning menu ge is lower. Instead of e.g. B. 120 individual index cards in the format Having to sort DIN A8 into sales packaging, brew Chen only ten collectible folding cards (each with twelve questions / Ant words) to be ordered. A manufacturer can do that too Completeness of a set faster than with single index cards check and guarantee.
• 5. Saving on shipping costs: If, as listed under Section 3, instead of, for example, four A4 sheets of 170  or 250 grams per square meter heavy cardboard for single cellers cards, only one sheet of cardboard in A4 size Must be tiert, the transport through weight reduction cheaper.
• 6. Savings in packaging costs: for example, six Collectible folding cards, by perforation or some stops Dots connected together, from a sheet in A4 format getting produced. Since no single cards can be lost and the heavy cardboard creases, etc. are unlikely leaves, there is not necessarily a need to use this sheet to be packed separately; a set of six collectible folding cards can be sold loose without any wrapping. Single Learning cards can also be perforated for sales held together due to the larger formats e.g. B. DIN A8 must be usual for the same number of tasks several sheets in A4 size in one additional sales packaging. Thereby costs fall for packaging and sorting in the same.
• 7. Book binding cost savings: need collapsible folding cards not like normal books in an additional step be bound, which leads to time and cost savings, especially since this work is often done outside of specialized external companies are dealt with.
• 8. Saving in storage costs: Collectible folding cards can be faster be made as books because there are no additional bookbinding work. This can reduce the number of copies be because a quick reprint is possible. So they will Storage space and interest costs reduced.
• 9. Savings on disposal costs: Unsold, bound books can partly due to the use of binding adhesives and materials materials, envelopes covered with foils, etc. not a problem can be recycled. With collective folding there are none of the flash cards when using normal cardboard boxes like problems.

There is an advantageous embodiment of a collecting folding card from 250 grams per square meter of heavy cardboard and is about 49 milli meters wide and approx. 210 millimeters high. Using This format can have six sheets of A4 Collectible folding learning cards with a total of 72 question-answer pairs be put for sale also through perforation, Stops or other suitable means or procedures can be connected.

Fig. 1 shows seen from the front such a folding learning card with eleven approximately 20 millimeters long, perpendicular to the right edge, about a millimeter wide incisions th ( 5 ) at the same distance from each other. In this way, twelve data fields ( 1 ) measuring approximately 20 by 16 millimeters are formed. The left side (2) connected to the collecting folding card are folded, so that the data fields can be folded individually as Schwingele elements forwards and backwards. The small distance ( 5 ) between the data fields prevents snagging when folding over.

Small locking slots ( 3 ) are punched out to the left of the data fields. These slots are aligned from bottom left to top right in such a way that the individual data fields can be folded back or forward by 180 degrees and inserted into the slots by slightly bending them with the top right corners so that they do not swing back afterwards. On the left side, the locking slots extend to the right stiffening fold ( 6 ) described later. The top locking slot ( 13 ) is slightly smaller than the others because it starts just below the top edge.

The bending and insertion of a data field into the associated locking slot is made easier by an additional diagonal fold ( 4 ). This begins approx. Two millimeters offset from the upper left corner of the data field at an angle of approx. 70 degrees to the lower edge, approx. Seven millimeters offset from the lower left corner. It performs several tasks.

First, it supports locking, as shown in the example of the second data field in FIGS. 5 and 6. A memorized data field and therefore to be locked on the back is first folded over at this diagonal fold ( 4 ). The folding around this axis meant that the data field on the back strikes with the upper right corner under the locking slot ( 17 ), while from the front the not yet folded part ( 18 ) to the left of the diagonal fold ( 4 ) can still be seen . By lightly pressing this lower, now still protruding part of the data field ( 18 ), the corner is pushed almost automatically into the locking slot.

As a second task, the diagonal folds ( 4 ) make it easier to remove the data fields from the locking slots for back-checking the solution in the initial learning phase and for the activation checks, since the data fields protrude slightly from them on the underside.

Third, the diagonal folds ( 4 ) reduce the risk of damage. The data fields would be permanently damaged if they were locked and folded down, since this would inevitably result in wide creases and tears at the current oblique folds. In addition, the data fields on the left side, which is connected to the collecting folding card ( 2 ), could tear because the connection there - especially above - would be very heavily used.

Fourthly, the diagonal fold ( 4 ) creates a three-dimensional structure that makes it easier to flip open data fields that can be checked from the front upwards, because the data fields are a bit high on the underside due to the diagonal folds and can thus be moved with one finger can be better grasped for folding up. FIGS. 9 and 10 show this structure in cross section. By simply releasing the button, the data fields automatically swing back again.

Fifth, data fields that have already been folded over and locked in place and protrude slightly due to the diagonal folds lift the right-hand side of a collecting fold-up card lying on a flat surface ( 17 ) with the front side upward. As a result, open data fields which are still in the original position can be detected even more easily for folding over for the purpose of checking the solution, as is shown in section in FIG. 10.

Sixthly, when all the data fields are folded over and pinned at the back, a collective folding card can be conveniently pushed up with your thumb from top to bottom to check the data fields protruding through the diagonal fold ( 4 ). FIG. 3 shows such a collecting folding card in supervision and FIG. 8 in section. To do this, the learners hold the collecting folding card with the back to the front in one hand, grasp with the thumb under the first data field - slightly raised due to the oblique fold on the underside ( 10 ) - and push it up by one data field. The same procedure is then followed with the second and the further data fields, with data fields which have not been remembered during activation checks being opened again for refreshing in the original position. The other hand can be used for the last two data fields.

Parallel to the left edge are two stiffening folds from top to bottom at a distance of about three and nine millimeters. At the inner, right fold ( 6 ), the section to the left of the fold is bent up a little more than at right angles to the top right. At the outer left fold ( 7 ), the approximately three millimeter wide section to the left of the fold is bent a little more than at right angles to the bottom left, so that there is a multipurpose angle ( 8 ) on the left edge of the collecting folding card, which is shown in FIGS. 3 to 7 and show 8 to 14 in section.

As a first function, the multi-purpose bracket ( 8 ) ensures the stability of the folding card. Without these stiffening folds, a free-to-hand folding rattle card would bend in the middle when it was touched and would hang down at both ends. In addition, it would hardly be possible to hold the collector card in your hand and to fold the individual data fields without bending them.

As a second function, the multi-purpose bracket ( 8 ) supports the acquisition of data fields that have not yet been learned in the original position when the collecting folding card lies flat on a table top or other flat lower surface ( 17 ), as shown in cross-section in FIGS. 9 and 10 . To do this, lightly press on the multipurpose angle on the left side, which means that the data fields on the right side that have not yet been learned are slightly raised by the leverage, so that they no longer lie directly on the table top, etc., but there is some leeway between them and the Surface is located. This makes it even easier for a finger to reach under the data fields and then flip them forward to check the solution. Such a raised collapsible card shows

Fig. 11.

As a third function, the multi-purpose bracket ( 8 ) enables a collecting rattling card lying on a table top ( 17 ) etc. to be turned over to the rear. This is achieved by an obliquely directed downward pressure with at least one fin ger on the multi-purpose angle, so that the entire Sam melklapplernkarte folds over and the solutions of the not yet learned data fields are visible and controllable. A convenient location for this is, for example, between the second and third data fields from below and can be identified by a corresponding marking. By pushing the multipurpose bracket diagonally downwards at the same point on the opposite side, the learning card can be turned back. Fig. 12 shows an average of a folding folding card turned over on the back.

As a fourth function, it is also possible not to pull the finger or fingers completely away after the pressure on the multipurpose angle ( 8 ) for turning, so that the collecting folding card with the back side up instead of in Fig. 12 on a table etc. on even this finger or these fingers. The position of the finger or fingers is shown by number ( 19 ) in Fig. 13. By simply lifting the finger or fingers, the collecting card automatically falls back. Favorable pressure points for this procedure are in the upper half of the foldable learning card. For reasons of optical symmetry, the location between the second and third data fields from above and the center of the collecting folding card can be marked. These turning options are very convenient and practical, especially after the initial learning phase, when some data fields have already been folded over and locked.

As a fifth function, a multi-purpose folding card is easier to hold and handle thanks to the multi-purpose bracket ( 8 ) in the left hand between at least one finger and the thumb. By light pressure with your thumb on the multi-purpose angle, it can then be turned in your hand so that the back is visible. Subsequently, the collecting folding card can be turned back by lifting the thumb.

As a sixth function, the multipurpose angle ( 8 ) offers the opportunity to briefly clamp a data field that is completely to the left or folded over for embossing, so that it does not have to be held on. A completely folded data field hits the inner fold ( 6 ) of the multi-purpose bracket ( 8 ) with the right, outer edge and therefore does not swing back. This function can be supported by gently pushing the multi-purpose angle to the right. Fig. 14 shows such a clamped data field ( 20 ). By pressing the multi-purpose angle to the left, the data field ( 20 ) is released again and automatically folds back into the original position due to the tension caused by the folds.

In the case of extremely frequent use, for example by using a collapsible folding card from many people, there may be the possibility that the folds ( 6 and 7 ) of the multi-purpose angle ( 8 ) become too flexible and, in particular, this makes it difficult to turn. In this case, the area between the two folds can be pressed all the way to the right against the collapsible collapsible card and fixed there at one or more points in the corresponding position with some adhesive. In an embodiment, not shown, there is a further remedy for the attachment of one or more U-shaped insertion tabs on the multi-purpose bracket, which can be inserted into the matching insertion slots next to the multi-purpose bracket and then folded over, so that the problem of 06520 00070 552 001000280000000200012000285910640900040 0002019728770 00004 06401 Springback of the multi-purpose angle reduced.

The foldable card is for one-handed use on the left hand aligned so that the right hand remain free can. Most people are right-handed and can with the right hand z. B. difficult answers to particularly intensive exercise on any piece of paper write. Taking meals or drinks during of learning can with your right hand forks, spoons, glasses, Cups etc. are held. A mirror-inverted version the device for the right hand is also possible.

There is the option of using multiple collectible folding cards hold open data fields one above the other in one hand and to learn the top one without the then practiced data fields lock. Then this is put down and so the second edited, etc. is already a lot of the data fields folded down and pinned, can with several collectors the corresponding data fields which can be opened to check the solutions without the to put the top collecting folding card down.

In addition to the data fields ( 9 ) and on the front and back of the multipurpose angle, space can be provided on the collapsible learning card for headings, numbering, text for more extensive questions and answers, explanations of more complicated facts, further information, graphics, example sentences for foreign languages or other information.

In terms of design, the back could be optional also - in addition to the answers to the data fields - the questions can be repeated so that learning as with conventional Lists only possible on one page. This procedure wise is particularly suitable for completely new learning material because most of the solutions are naturally unknown and therefore almost every data field will be flipped anyway ought to. As soon as some of the solutions are adequately mastered can only be continued on the front become. The answers can also be on the front standing repeated or summarized, so that at completely locked data fields overleaf the answers can be read without having to open the data fields. To the same answers can also be found on the back or excerpts a second time on the multi-purpose bracket are printed, with the second answers when learning on the Back are not visible when the multi-purpose angle against the collapsible folding card is pressed.

It can also be provided that the solutions are handwritten next to the questions on the front or answers on the Back to write down; especially in pencil, so this Notes can be erased again.

In an embodiment that is not shown, the areas can be made wider in addition to the data fields ( 9 ) and the multi-purpose angle. In this case, the foldable learning card offers more space on the front and back for any information. The learners can also add, shorten or mark the questions, answers and other information by hand. The sale of blank collapsible folding cards for labeling yourself is possible.

The individual data fields ( 1 ) and correspondingly the locking slots ( 3 ) can be made larger or smaller. The data fields on a map or page can also be of different sizes, separated from one another by wide sections, attached to several pages. With very long questions or answers, a distribution over two data fields is conceivable. In general, however, it is advantageous from a learning point of view that the compact form of the data fields for the formulation of short, as succinct questions and answers as possible.

A summary as a book, booklet, etc. is in any Shape, e.g. B. by stapling, gluing or with wire spirals, possible Lich. There can also be an appropriate perforation for dropping in a folder, threading on a cord, wire, etc. or to put together some collectible folding cards by one Rivets or the like can be provided. With such Compilation is a complete or partial waiver possible on the stabilizing folds and the multi-purpose bracket.

The storage of individual foldable folding cards is with for example in open brochure covers, in folders or Folders can be stored very easily. At Use of brochure covers in DIN A6 portrait or DIN C6 Long format, this case can also be used as sales packaging for some collectible folding cards are used. When using the In this format, three of the Sam Melklapplernkarten with completely folded data fields ne sorted one after the other so that all questions can be seen without the collector's folding cards coming out of the case have to be removed.

Already a single collapsible learning card with twelve data fields is useful and very practical to use. From the reasons and because the costs are relatively low Collectible folding cards also in bulk as bulk items pay for advertising or educational purposes. It is possible, for example, to all interested parties, customers or Employees of a company at regular intervals or on current occasions a collecting fold-up card with the wich to provide the most relevant facts in the industry concerned len. There are also company-specific or general education topics realizable. Collectible folding cards can also be used as pure  formation transfer media with photocopy protection can be used. The innovative design of the device compared to konven tional media such as books, brochures, prospectuses, individual scrolling etc. gives the recipients additional storage and Incentives to use. From advertising this is called RIC-Me known (Readership Involvement Commitment). The Em Recipients of a collapsible folding card become curious and want to involuntarily know how the system works. He tries therefore, the play instinct is stimulated.

Claims (15)

1. Collectible folding card as a learning aid for self-control with foldable and lockable elements, in particular for the more effective organization of repetitions by rational concentration on material that has not yet been learned, including photocopy protection system and methods of use, entertainment and learning game, advertising material, information media, characterized in that

• a) a learning card made of cardboard on the right side has one or more individual data fields ( 1 ), which are connected on one side to the learning card ( 2 ), these data fields for holding symbols in the form of letters, numbers, drawings or. Like., In particular questions or tasks on the front (F1, F2, etc.) and the corresponding answers or solutions on the back (A1, A2, etc.) are suitable,
• b) there is still space for tasks, solutions or other information on the flash card outside ( 9 ) the data fields,
• c) the data fields on the side connected to the learning card can be folded forward and backward by up to approx. 180 degrees by suitable means or processes, for example a fold ( 2 ), for checking the information overleaf and for being stuck in the locking options provided for this purpose ,
• d) Locking options for folded data fields are available, for example in the form of locking slots ( 3 ), which are aligned next to the respective data fields obliquely from left to right so that the corresponding data fields are folded forward and backward and by slight bending with the upper right corners inserted in these slots and thereby held in the folded position on the front ( 11 ) or the back ( 12 ), but also at any time non-destructively who can remove them, these locking slots longer than the undersides ( 14 ) of the inserted sections The data fields are so that the insertion is easier to accomplish and, if necessary, can also be supported by slightly spreading apart the sections opposite one another ( 15 and 16 ), and an locking slot ( 13 ) located on one edge is somewhat smaller than the other s one can
• e) the insertion of the data fields into the locking slots and the detection to fold and unfold for solution control is facilitated by suitable means or methods, for example an oblique fold ( 4 ), which, slightly offset from the upper left corners of the data fields, in one An angle of approx. 70 degrees to the lower edges, a little further offset from the lower left corners, is sufficient, and is attached in such a way that a data field folded over at this oblique fold by approx. 180 degrees with the upper right corner below it appropriate locking slot is present ( 17 ), which causes the data field can then be pushed almost automatically into the locking slot by lightly pressing the lower, still protruding part ( 18 ) in the direction of the locking slot,
• f) the learning process with the device can be divided into the following classifications by means of the foldable data fields: 1. First learning phase for new question-answer pairs to be learned for the first time, in which at the beginning of the learning process all data fields of a new learning card are folded back and there be arrested, the learners then individually process the questions of the data fields on the back in any order and then open them to compare their own solution with that on the back of the respective data field, and then lock each data field individually again; 2. The tripartite in-depth phase, which a) begins when about 80% of the data fields of the learning card are memorized in the initial learning phase, at which point the data fields which have not yet been mastered are opened and the learning card is turned over so that it turns the learning energy automatically focuses on these data fields; b) Further in-depth phases are carried out if data fields in the review of all questions on a learning card immediately after turning over the last data field in a deepening phase turn out to be unnoticed and are therefore opened again and deepened again; c) even if data fields are not noticed during an activation control, they are opened and deepened again; 3. The third grading option is for learned questions that are folded back and locked in the deepening phases or have been there since the initial learning phase; In the deepening phases, a learning card is turned over on the back after the last data field of a learning card has been locked and all questions are repeated immediately, whereby questions that have not been remembered have to be opened again and then deepened again on the front until all data fields have been memorized and the learning card is therefore set aside until a later activation check; 4. Activation control phase, in which this check of the arrested data fields is carried out in ever larger time intervals and questions that are not remembered are opened again and deepened again. 5. Intensive learning, whereby only those answers are opened up and locked there, the imprints of which are particularly difficult and which should therefore be constantly open for a freely selectable period,
• g) Illegal duplications due to the high time required for the exact alignment of the front and back of the flash card on a photocopier and in particular for the manual creation of the entirety of the cuts and folds - without which the device cannot function sensibly and according to the system - are effectively made more difficult.

2. Device according to claim 1, characterized in that the learning card is stabilized by suitable means or methods so that it, especially if it does not lie on a flat surface but is kept free, does not bend so easily or at the ends hangs down, for example through two folds ( 6 and 7 ) running through from top to bottom on the left edge, the section to the left of the inner fold ( 6 ) being slightly more than perpendicular to the top and the section to the left of the outer fold ( 7 ) a little more is bent at right angles to the left, so that a multi-purpose angle ( 8 ) is formed which improves the stability and, in addition, the general manageability, suitable means or methods being used to stabilize the position of the multi-purpose angle, for example the attachment of one or more U. -shaped insertion tabs on the multi-purpose angle, which are placed in matching insertion slots next to The multi-purpose angle can be inserted and then folded over, so that the risk of springing back of the multi-purpose angle is reduced. 3. Device according to one or more of the preceding claims, characterized in that a means of turning a collecting folding card lying on a table or another flat surface, in particular in the case of a plurality of data fields already locked on the back, is made possible by suitable means or methods, for example by printing with a or more fin like on the multi-purpose bracket ( 8 ), for which purpose the inner stabilizing fold ( 6 ) is placed so that a data field folded forward touches this fold, the outer stabilizing fold ( 7 ) at about a third of the distance as the inner fold is positioned to the left edge and the entire section to the left of the inner fold ( 6 ) measures approximately two thirds of the width of a data field, as a result of which the flashing card is pressed obliquely to the bottom left towards the multipurpose angle ( 8 ) on the back and then up horizontal solutions and then can be turned back by pressing the multi-purpose bracket ( 8 ) diagonally downwards to the right or by pressing the multi-purpose bracket ( 8 ) diagonally downwards to the back without removing the finger or fingers ( 19 ) used for this purpose, so that the learning card lies on it and can be turned back by simply lifting the finger or fingers. 4. Device according to one or more of the preceding claims, characterized in that the general handling, in particular the free holding of the learning card between the thumb and at least one finger of a hand, is facilitated by suitable means or, for example, by the three-dimensional structure of the multi-purpose angle ( 8 ) becomes. 5. The device according to one or more of the preceding claims, characterized in that a brief lifting of open data fields of a learning card lying on a table or another flat lower surface for easier detection when folded over by suitable means or methods, for example by slight, to the bottom left directed pressing on the multi-purpose bracket ( 8 ) is made possible. 6. The device according to one or more of the preceding claims, characterized in that a short-term holding of data fields folded forward by approximately 180 degrees is made possible for reading and impressing the solutions by suitable means or methods, for example by clamping one to the multipurpose angle ( 8 ) bumping data field or by holding it by means of the multi-purpose angle pushed to the right so that the corresponding data field cannot jump back easily. 7. Device according to one or more of the preceding claims, characterized in that it has a height of 40 to 450 millimeters with a width of 40 to 350 millimeters and on at least one side and / or in the middle of the learning card, by up to ten Millimeter-wide incisions ( 5 ) separated, one to 35 data fields ( 1 ) of 10 to 80 millimeters in length and width, the corners can also be rounded. 8. Device according to one or more of the preceding claims che, characterized in that the flash card from another suitable material, e.g. paper, cardboard, wood, Plastic, metal, textiles or corresponding composite fabrics.   9. Device according to one or more of the preceding claims che, characterized in that the fold or fold points in whole or in part by other suitable means or ver drive, for example embossing, perforation, microperforation, Punching, scoring, creasing or a combination of these means or procedures are supplemented or replaced or so marked are that the user or the like. Correspond to the can attach the places themselves. 10. The device according to one or more of the preceding claims, characterized in that the locking slots ( 3 ) for receiving the folded data fields ( 1 ) to improve the possibility of inserting the data fields by suitable round or angular cutouts or by other suitable means or methods or supplemented are replaced. 11. The device according to one or more of the preceding claims, characterized in that data fields ( 1 ) with the corresponding locking options ( 3 ) and folds ( 2 , 4 , 6 , 7 ) are attached to another or more pages or within a learning card . 12. The device according to one or more of the preceding claims, characterized in that the detectability and insertability of the data fields ( 1 ) can be folded over by a suitable means or method, for example an upwardly bent portion of the right, lower corners or rounded corners is improved. 13. The device according to one or more of the preceding claims che, characterized in that a distance to the not with sides of a data field connected to the flash card this data field and other data fields or other margins the flash card is adhered to, so that when you fold the Da hindering and getting caught is avoided.   14. The device according to one or more of the preceding claims che, characterized in that the incisions for formation the data fields by other suitable means or procedures or a combination thereof, for example Per foration, or the incisions with breakpoints which the user must read before using the device separates, or by marking the cuts with a Separation line that the user has before using the device cuts through. 15. The device according to one or more of the preceding claims che, characterized in that several flash cards by ge suitable means or processes are summarized, for example wise to a book or booklet, also with perforations, slits or the like. For filing in folders, binders or the like. Or for filing on cords, wires, rods or the like are provided, too in addition in conventional books, booklets, folders or the like. are attached.